MOTOR DEVELOPMENT PROFILE OF ELEMENTARY SCHOOL CHILDREN ATTENDING A THIRD-SECTOR EDUCATIONAL INSTITUTION

Abstract

Motor development integrates physical-motor, cognitive, and socio-emotional aspects, being fundamental for children's functionality and autonomy. Performance below age expectations may indicate structural and contextual gaps that compromise learning and social participation throughout life. The objective of this study was to evaluate the motor development of children aged 6 to 11 years in the school environment and to identify the most affected psychomotor dimensions. This cross-sectional, exploratory, descriptive, and quantitative study evaluated 98 children attending a third-sector educational institution in Minas Gerais, Brazil. Evaluations were performed by physical therapists using Rosa Neto's Motor Development Scale (MDS), analyzing the psychomotor components and classifying children through the General Motor Quotient (GMQ). Results showed that 53.06% of children presented GMQ classified in the lower stratum (32.65% "Very Low" and 20.41% "Low"), 42.86% in the normal stratum (low/average), and 4.08% in the high/superior normal stratum. The dimensions with the highest rates of non-scoring were Body Scheme/Speed (60.20%) and Temporal Organization (51.02%), followed by Spatial Organization (26.53%) and Balance (28.57%). In conclusion, a high frequency of psychomotor impairment was identified, underscoring the urgent need for school-based physical therapy for early screening and promotion of integral child development through playful resources.